This topic engages the complex historical, cultural and political discourses and national and international policy contexts producing contemporary conceptions of early childhood curriculum and pedagogy. Ways in which curriculum and pedagogy have been conceptualised in Australia and internationally and across the different sectors in the early years of education, are interrogated. The impact that these differences have on early childhood educator identity are examined. Implications for curriculum, pedagogy and identity are investigated to explore contemporary understanding of the development of socially just and equitable education in the early years.
This topic aims to:
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